Using ‘I’ in scholarly writing: how does reflecting on experience matter?

How do students engage in reflective practice in teaching‐learning situations when they have been told that first person writing is not scholarly and that expressions of their thinking are merely opinions? Thinking narratively, three students and a nurse‐teacher critically reflect on identity and knowledge construction emergent through the pattern of knowing that is personal. Exemplars from a Knowledge & Inquiry course show that learning and transformation are, at least in part, internal processes that require activities to foster self‐awareness for working within relationships. Teachers in diverse disciplines are invited to consider how it matters socially that professional education embraces personal transformation through reflecting on and reconstructing experience.